DCSD Common Core State Standards Math Pacing Guide 1st Grade

DCSD Common Core State Standards Math Pacing Guide
1st Grade
Trimester 1
CCSS
Mathematical Practices
1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning of
others.
4.Model with mathematics.
5.Use appropriate tools strategically.
6.Attend to precision.
7.Look for and make use of structure.
8.Look for and express regularity in repeated reasoning.
OA: Operations and Algebraic Thinking
Represent and solve problems involving addition and
subtraction.
1. Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown
number to represent the problem. (See Glossary, Table 1.)
Add and subtract within 20.
5. Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
Work with addition and subtraction equations.
7. Understand the meaning of the equal sign, and
determine if equations involving addition and
subtraction are true or false. For example, which of the
following equations are true and which are false 6 = 6, 7 =
8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
NBT: Number and Operations in Base Ten
Extend the counting sequence.
1. Count to 120, starting at any number less than 120. In
this range, read and write numerals and represent a
number of objects with a written numeral.
MD: Measurement and Data
Represent and interpret data.
4. Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total
number of data points, how many in each category, and
how many more or less are in one category than in
another.
Resources/Notes
2012-
2013
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DCSD Common Core State Standards Math Pacing Guide
1st Grade
G: Geometry
Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g., triangles
are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size); build
and draw shapes to possess defining attributes.
2. Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or
three-dimensional shapes (cubes, right rectangular
prisms, right circular cones, and right circular cylinders)
to create a composite shape, and compose new shapes
from the composite shape. (Students do not need to learn
formal names such as “right rectangular prism.”)
2012-
2013
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DCSD Common Core State Standards Math Pacing Guide
1st Grade
Trimester 2
CCSS
Mathematical Practices
1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning of
others.
4.Model with mathematics.
5.Use appropriate tools strategically.
6.Attend to precision.
7.Look for and make use of structure.
8.Look for and express regularity in repeated reasoning.
OA: Operations and Algebraic Thinking
Represent and solve problems involving addition and
subtraction.
1. Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown
number to represent the problem. (See Glossary, Table 1.)
2. Solve word problems that call for addition of three
whole numbers whose sum is less than or equal to 20,
e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the
problem.
Understand and apply properties of operations and the
relationship between addition and subtraction.
3. Apply properties of operations as strategies to add and
subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11
is also known. (Commutative property of addition.) To add 2
+ 6 + 4, the second two numbers can be added to make a ten,
so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of
addition.) (Students need not use formal terms for these
properties.)
4. Understand subtraction as an unknown-addend
problem. For example, subtract 10 – 8 by finding the number
that makes 10 when added to 8.
Add and subtract within 20.
6. Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use strategies such
as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10
+ 4 = 14); decomposing a number leading to a ten (e.g.,
13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 +
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Resources/Notes
2012-
2013

DCSD Common Core State Standards Math Pacing Guide
1st Grade
4 = 12, one knows 12 – 8 = 4); and creating equivalent
but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
7. Understand the meaning of the equal sign, and
determine if equations involving addition and
subtraction are true or false. For example, which of the
following equations are true and which are false 6 = 6, 7 =
8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
NBT: Number and Operations in Base Ten
Understand place value.
2. Understand that the two digits of a two-digit number
represent amounts of tens and ones. Understand the
following as special cases:
a. 10 can be thought of as a bundle of ten ones — called
a “ten.”
b. The numbers from 11 to 19 are composed of a ten and
one, two, three, four, five, six, seven, eight, or nine
ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six, seven, eight, or nine
tens (and 0 ones).
3. Compare two two-digit numbers based on meanings of
the tens and ones digits, recording the results of
comparisons with the symbols >, =, and

DCSD Common Core State Standards Math Pacing Guide
1st Grade
Trimester 3
CCSS
Mathematical Practices
1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning
of others.
4.Model with mathematics.
5.Use appropriate tools strategically.
6.Attend to precision.
7.Look for and make use of structure.
8.Look for and express regularity in repeated reasoning.
OA: Operations and Algebraic Thinking
Understand and apply properties of operations and the
relationship between addition and subtraction.
4. Understand subtraction as an unknown-addend
problem. For example, subtract 10 – 8 by finding the
number that makes 10 when added to 8.
Add and subtract within 20.
6. Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use strategies such
as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10
+ 4 = 14); decomposing a number leading to a ten (e.g.,
13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8
+ 4 = 12, one knows 12 – 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7
by creating the known equivalent 6 + 6 + 1 = 12 + 1 =
13).
Work with addition and subtraction equations.
8. Determine the unknown whole number in an addition
or subtraction equation relating three whole numbers.
For example, determine the unknown number that
makes the equation true in each of the equations 8 +
= 11, 5 = – 3, 6 + 6 = .
NBT: Number and Operations in Base Ten
Use place value understanding and properties of
operations to add and subtract.
4. Add within 100, including adding a two-digit number
and a one-digit number, and adding a two-digit number
and a multiple of 10, using concrete models or
drawings and strategies based on place value,
properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to
Resources/Notes
2012-
2013
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DCSD Common Core State Standards Math Pacing Guide
1st Grade
a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds
tens and tens, ones and ones; and sometimes it is
necessary to compose a ten.
5. Given a two-digit number, mentally find 10 more or 10
less than the number, without having to count; explain
the reasoning used.
6. Subtract multiples of 10 in the range 10-90 from
multiples of 10 in the range 10-90 (positive or zero
differences), using concrete models or drawings and
strategies based on place value, properties of
operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method
and explain the reasoning used.
MD: Measurement and Data
Measure lengths indirectly and by iterating length units.
1. Order three objects by length; compare the lengths of
two objects indirectly by using a third object.
2. Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter
object (the length unit) end to end; understand that the
length measurement of an object is the number of
same-size length units that span it with no gaps or
overlaps. Limit to contexts where the object being
measured is spanned by a whole number of length units
with no gaps or overlaps.
G: Geometry
Reason with shapes and their attributes.
3. Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves,
fourths, and quarters, and use the phrases half of,
fourth of, and quarter of. Describe the whole as two of,
or four of the shares. Understand for these examples
that decomposing into more equal shares creates
smaller shares.
2012-
2013
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